AP Language and Composition
Syllabus
2008-2009
Teacher – Yvonne Barnes Dial
Phone – 910-521-3253
Course Description:
Advanced Placement Language and Composition serves as a prerequisite for college level
preparation for high school students. The course allows students to read, learn, and
analyze literary works of various genres and time periods. Students will write in
expository, narrative, argumentative and analytical formats. They will also analyze style
and structure, rhetorical devices, diction, syntax, figurative language, imagery, language,
and detail. Students will develop a vocabulary bank of literary terms and other
vocabulary through various readings and literature. Besides reading, analyzing
language, and learning and applying vocabulary skills, students will keep a working
portfolio as they keep all work as well as a final product of their portfolio of major essays,
creative writings, vocabulary, research and references. The students will write reflections
of their work to see their weaknesses and strength over the year. At the end of the year,
students will be expected to take the AP Literature exam.
Goals:
At the end of the academic year, students will:
-develop proficient skills in in-depth reading and analyzing language in literature, letters,
speeches, political cartoons, and the arts.
-learn, understand, and analyze, and apply analytical and rhetorical skills through writing
and speaking.
-learn, recognize, appreciate structure and style of language in literary works, and learn
how to develop tone and theme.
-analyze various genres and time periods and relate them to history.
-learn, and appreciate social, cultural, and historical values in literature.
-analyze, discuss, and appreciate professional critical analysis of literature.
-develop proficiency in using rhetorical devices to control tone, diction, and syntax.
-develop proficiency through research – demonstrate research skills to evaluate, use, and
cite primary and secondary sources, analysis and presentation of material
-write a researched based argument paper which goes beyond the parameters of a
traditional research paper.
-develop proficiency in writing through organization, coherence, and transitions.
present argument that includes the synthesis of ideas from an array of sources
-write critical analysis of literature as letters, speeches, art political works, art, and music.
-develop proficiency in vocabulary development.
-learn to take timed tests within expected time period
-apply creative skills in writing, projects, and presentations.
Required Texts:
Vogel, Richard & Charles Winans. AP English – Multiple Choice Questions in Preparation
for the AP English Language and Composition Exam. Michigan: 1997.
McCuen, Jo Ray and Anthony Winkler. Readings for Writers USA: Thomson Heinle.
2004
Elements of Literature – Essentials of American Literature
Cliff’s AP – English Language and Composition
Gibald, Joseph. MLA Handbook for Writers of Research Papers. NY: The Modern
Language Association of America. 1999.
Moliken, Paul (ed). Rhetorical Devices: A Handbook and Activities for Student Writers.
Prestwick House, Inc. 2007.
Grammar and Composition Handbook. New York: Glencoe McGraw-Hill. 2000.
Sorenson, Sharon. High School Writer’s Handbook. New Jersey: Prentice Hall. 1988.
Schedule:
Letter – Unit – 2 weeks
Day 1 – Introduce letter writing – kinds, purposes – Lincoln’s letter to Thurlow Reed – write
letter – miscommunication assignment – Dicken’s letter – a letter from a Nazi
Concentration Camp – writers’ responses – personalities
Day 2 - Write letter – advise character – crisis- in-class essay
Day 3 - Discuss letters – Dickens, Elly Hillesum – write letter – experience – strong impact
Day 4 - Peer – edit – letter-strong impact – rewrite – teacher evaluation – notes
Day 5 - Read – Lee Smith’s Fair and Tnder Ladies (pp. 11-20) – discuss
Assignment: Read Alice Walker’s – The Color Purple – pp. 136-139, 169-173,
Sylvia Plath’s “Letters Home” – p. 27
Write letter – unfamiliar – environment, situation – to friend
Day 6 - Discuss – Walker’s, Plath’s Letters
Discuss research skill – analyze, cite primary and secondary sources using MLA format
Assignment – Locate – 2 letters to editor from newspaper or magazine—analyze, cite
resources
Begin reading – Blood Done Sign My Name – Timothy Tyson (autobiography)
Day 7 - AP Practice Test – assign – analyze – letters to editor
Day 8 - Discuss AP test – debate answers – give correct one
Students grade their essays – share rubric scale 1-9
Teacher feedback – essay
Assignment – write letter to editor – topic of interest
Day 9 - Students editorial share letters – discuss changes in own letters, personal letters –
qualities of successful letters
Revise personal letters
Assignment – Read letters – parent – to-child Charlene Baldridge to her daughter Lou,
Mary Wortley Montaque to her daughter Mary Beck, Lord Chesterfield to his illegitimate
son
Discuss differences in letters
Day 10 - Discuss letters
Assignment – write letter to parents
Day 11 - Autobiography – Blood
Autobiography – Purpose – Journals
Assignment: Write paragraph – How I resolved an issue in my life
Day 12 - Practice Test – W.B. Yeats – “Reverie’s Over Childhood and Youth”
Discuss what you learn about Yeats and what he says about old men in “Sailing to
Byzantium”
Day 13 - Assignment: “Shooting an Elephant” by Orwell
Discuss “Elephant” – study questions
Day 14 - Practice test – “My Passage Through AIDS”
Assignment: Read “The Libido for the Ugly” – by H.L. Mencken
Day 15 - Define vocabulary – write essay – analyze essay –“ Libido”
Practice test – “Arrival at Auschwitz”
Peer – edit, teacher feedback on “Libido” essay
Assignment – final draft – on essay
Assignment – Read “Indiana” by Pearl Buck
Day 16 - Read “Manifestation” by Erik Nicholson – student locate weaknesses
Rewrite introduction
Assignment: Read “Reflection on Dickens” by Pearl Buck
Day 17 - Read “My Class and Jack Kerouai” by Lesley Hazleton
Compare Hazleton & Buck essays
Study guide
Assignment – Read “Patterns of Development for the Subject Guilt”
Day 18 - Students recall their experience of the most difficult teacher in secondary school
(no names)
Day 19-20 - In-class essay – contrast landscape and architecture in “Libido for the Ugly”
and “Indiana”, peer-edit, teacher feedback, write final draft
Read Blood
-Research “Civil Right”, “Wilmington Riots”, “Greensboro, NC Riots” (choose one topic)
Review research skills – analyze, cite primary and secondary sources – Use MLA format
Practice activities on research skills
Day 21 - Introduce Blood by Timothy Tyson – emphasis – history, language
Quiz, Study guide/questions
Continue reading novel
Discuss novel, study guide/questions, read novel
Day 22 - Define Paradox – Discuss the Christian community – practicing Christianity, yet
supporting violence and injustices against Blacks and non-whites
Day 23 - Study guide, read novel
Day 24 - Discuss novel – make list, Venn diagram (white values and black values) final
conclusion
Research Wilmington, N.C. riots in the 1970’s or Greensboro, NC riots – analyze, cite
primary and secondary resources using MLA style/Pictures of Civil Rights Era in USA
Read novel
Day 25 - Finish novel discussion
Share Wilmington, NC riots
Assignment – essay – character appears briefly or not at all – great impact on theme,
character of others, peer-edit, teacher feedback
Persuasion
1st Assignment – Find essay from newspaper magazines on an issue of interest
Introduce purpose of persuasion – stress audience, appeals to reason/emotion
Days 26-28 - essay presentation on issue
Share examples of persuasion – Point of view, presuppositions,
Collect essays on articles
Assignment – Read “A Modest Proposal”
Assignment – Read “What is a Thesis”, “The Thesis” - RW
Day 29 - Discuss thesis – Students write thesis – sentences for topics – Fathers, materialism
– share sports in American culture, Old age
Assignment – Read “The Prisoner’s Dilemma” – RW
Day 30 - Quiz – vocabulary – discuss questions – read “A Modest Proposal
Day 31 - AP – Practice Test – “A Modest Proposal”
Day 32 - Peer – edit essays on letter response to “A Modest Proposal”
Read and Revise Mark Anthony’s speech after Caesar’s death – analyze
Day 33 - Introduce logical fallacies – forms – propaganda – Review students’ analyses,
discuss advertisements – newspapers, magazines for advertisements
Assignment – work on preparation for presentations on issues
Day 34 - Assignment – Read “Declaration”
Days 35 – 36 - Political Discourse – Inherit the Wind – Independent reading – Bury My
Heart by Dee Brown
Introduce unit – Read Inherit the Wind – share examples – political documents
Read Declaration – study guide
Assignment – Read Patrick Henry’s speech, Lincoln – Gettysburg, Chief Joseph - Write
definition of freedom
Share definitions of freedom
Day 37 - Discuss persuasive techniques, strategies – Discuss Henry, Lincoln’s speech
Assignment – Read “Shooting an Elephant” by George Orwell – vocabulary
Study guide – Assignment – Read Orwell – “Politics and the English Language” – Haig
Bosmajian – “The Language of Oppression” – pre-writing guide – comparison essay
Day 38 - Vocabulary quiz – compare Orwell & Haig’s essay – Assignment – Read Civil
Disobedience Henry Thoreau and Letter from Birmingham Jail – MLK
Day 39 - Introduce women’s movement – Show list of women – Students choose one to
research – evaluate, cite primary and secondary sources using MLA style.
Read “To the Man and Woman of New York” – Assignment – Read “I Stand Here Ironing
– How the Supervision Myth” – “I Want a Wife” study guide – write response – each
selection
Day 40 - Students – present 2 minute presentation – woman researched – present 5 days
Discuss comparative essays – Thoreau – MLK – monitor writing – Students ask questions
Begin reading Inherit the Wind – Act I
Day 41 - Two minute presentations – women – Students work on drafts – teacher feedback
Peer – edit essays, 2 minute presentations – Assignment – write final draft – Read Mascot
article, research article
Day 42 - 2 minutes – Introduce Native American concern of Indian mascots, discuss
article, debate – assignment – analyze research article – cite sources – use MLA format
Day 43 - 2 minute presentation – Students share articles – peer – edit – teacher response –
write final draft
Day 44 - Begin historical background – Scopes Trial – Dayton, Tenn – study guide –
Assignment – read Inherit the Wind – Act 2
Day 45 - Discuss play – study guide – Assignment – read Act 3
Day 46 - Finish play – outline plan – paper – manipulation of language for political
purposes – Assignment – write essay – peer – edit – teacher response
Complete final draft on Inherit the Wind
Day 47 - In-class AP tests – Essay – Stevenson’s Veto of Senate Bill No. 93, Media
manipulation
Scientific Investigation:
Day 48 - Introduce purpose of scientific writing – Students select books on science –
independent reading
Assignment – Read T.H. Huxley – “The Method of Scientific Investigation”, answer study
questions
Day 49 - Review Huxley – Relate to Galileo, Darwin, Newton
Explain format – scientific paper – Introduction, results, methods, discussion
Assignment – Read “Cannibalism in Larval Yellow Frogs” – Susan Jacobson – work on
experiment – students will write essay on research later
Day 50 - Discuss format – write science article – Jacobson article – example – discuss
article – discuss Sir Richard Burton’s “The Kasidah” – write a response
Assignment – Read Richard Redfem – “A Brief Lexion of Jargon” and “Baffle” – Gab
Thesarus
Day 51 - Discuss passages
Find clipping from newspaper – scientific topic – cite sources
Assignment – bring in independent reading project – cite sources
Day 52 - Library – locate science journal and newspaper articles
Day 53 - Students work in pairs – Findings of articles
Share some articles – findings
Review each other’s ideas for scientific experiments
Assignment – Conduct scientific experiments, write journal article – use format
Day 54 - Discuss public reports – critique – Students in groups –
Discuss science topics (AIDS, acid rain, etc.) – Look at clippings of news articles – study
format
Assignment – write report – scientific experiment as newspaper article
Day 55 - Peer review – news article – scientific experiments
Teacher response
Assignment – prepare final draft
Day 56 - Peer edit – science review articles – Use guide for writing – Rewrite, polish draft
Assignment – Read Samuel Scudder – “Take This Fish and Look at It” by Samuel Scudder
– “Cystic Fibrosis” – answer questions
Day 57 - Review Scudder, Deford’s articles
Assignment – for journal, consider expectations society places on science
Day 58 - Share journals
Share independent readings – science book
Assignment – Work on critical review of science book – cite resources – use MLA format
Day 59 - Share science book – work on critical review – peer – teacher assistance
Day 60 - AP Practice test – “The first Space Satellite” – essay – analyze 2 passages
Day 61 - Discuss student responses – test
Assignment – Read The Crucible by Arthur Miller
Critical Analysis:
Day 62 - Independent reading – teacher approval – novel to write critical review
Introduce critical thinking and writing – Find 2 reviews from newspapers and magazines –
cite sources
Assignment – Read “How to Write a Paper about Literature” by William Golding and
“Kinds of Discipline” by John Holt
Day 63 - Discuss readings from Monday
Assignment – Standards of evaluations
Assignment – Read “Kitsch” by Gilbert Highet
Day 64 - Review critical standards – Share review – discuss critical standards, make
suggestions
Assignment – Read “Total Effect and the Eighth Grade” by Flanney O’Conners
Day 65 - In-class essay – Defend O’Conner’s rejection of criteria or oppose her selection
of criteria – Read reviews of musical events, productions
Day 66 - Discuss responses – O’Conner essay – Discuss module from O’Conner – Inform students will understand critical judgments – music, fiction, painting
In-class test – George B. Shaw – MC – Beethoven’s Centenary
Day 67 - Discuss Shaw’s Beethoven – guided questions
Assignment – Write critical evaluation – musician/composer
Day 68 - Peer – edit essays – teacher feedback
Assignment – write final draft for next day
Day 69 - Give AP Practice test – “Jazz and the White Critic” by Leroi Jones
Discuss critical review – opinion and facts
Assignment – Read “Jazz and the White Critic” by Leroi Jones and “Of the Sonow Songs”
by W.E.B. DuBois
Day 70 - Discuss Jones’ “Jazz and the White Critic” by DuBois – Study guide
Assignment – Research jazz musicians
Day 71 - Listen to jazz music
Assignment – Write review of jazz music heard in class
Day 72 - Peer edit – teacher feedback – jazz reviews
Discuss, view, analyze various artists and their works
Assignment – Write review of a painting, remind students of book review/study guide
Day 73 - Peer edit – painting, review – teacher feedback
Discuss modern art, TV sitcom, TV documentary, horror film, westerns, science fiction
movies
Day 74 - Work on independent book review/study guide
Day 75 - Write in-class review of book
Day 76 - Conference with student – write/revise final draft
Study for 1st semester exam
3 weeks – Review for 1st semester exam, update portfolio
Exam – 1st semester-School policy-One exam is given each day for four courses for four
days. Students will study and prepare for exam when they are not tested.
2nd semester
(Should have read The Crucible)
Day 1 - Early American history – “Sinners of an Angry God” by Jonathan Edwards
Read The Scarlet Letter by Nathaniel Hawthorne during this unit.
Discuss early American history
Share the Bay Psalm Book
Discuss “Sinners” and imagery.
Assignment – “Wonders of Invisible World”, “The Devil and Tom Walker, Young
Goodman, Brown “Minister’s Black Veil”
Day 2-discuss Wonders/Walker/Veil – symbolism, history, romanticism, vocabulary
Assignment-write conflicts of Salem, Mass. in The Crucible.
Day 3-Introduce The Crucible by Arthur Miller –theme, irony, allusion, vocabulary. Study
guide. Discuss conflicts in Salem involving characters
Assignment-write brief character analysis of main characters, Proctor, Parris, Abigail,
Rebecca, Putman, and Danforth
Day 4- discuss characters and their relationship to novel
Assignment-list examples of irony with brief explanation
Day 5-8-share examples of irony
Assignment-write essay – explain how rhetorical devices impact the theme of the novel.
Work on essay, peer-edit, teacher feedback.
Day 9-discuss how witchcraft trials compare to McCarthy Era.
Day 10-Multiple choice test
Assignment- read “The Legend of Sleepy Hollow “ by Washington Irving, “The Fall of the
House of Usher” by Edgar Allan Poe, and nature poems.
Romantic Period:
Read Beloved by Toni Morrison during this unit.
Day 1- discuss “The Legend of Sleepy Hollow” and “The Fall of the House of Usher”
Assignment-compare stories-light/dark side of Romanticism
Work on poem for dramatic interpretative reading as “Thantoposis, to a Waterfowl” by
William Bryant, “Rhodora’ by Ralph W. Emerson, or other poems within Romantic era
Day 2-discuss stories from Day 1 of light/dark side of Romanticism
Assignment-read Walden’s “The Ponds,” “Brute Neighbors,” “The Ponds in the Winter”
“Self-Reliance” by Ralph W. Emerson.
Day 3-discuss Walden’s and Emerson’s selections for Day 2.
Assignment-prepare for poetic readings
Day-4-5-Poetic readings
Day 6-Introduce The Scarlet Letter by Nathaniel Hawthrone –theme, symbolism,
vocabulary
Study guide.
Discuss main characters and conflict
Assignment-list symbols, explain significance
Day 7-discuss symbolism and its significance
Assignment-compare/contrast Dimensdale and Chillingsworth
Day 8-discuss difference between Dimensdale and Chillingworth
Assignment-compare/contrast suffering of Dimensdale and Hester
Day 9-Discuss similarities of suffering of Dimensdale and Hester
Day 10-essay test, multiple choice test
Assignment-research 2 slave narratives and write brief summaries, read 4 negro spirituals
– cite sources
Realism and the Civil War:
Day 1-Introduce Beloved by Toni Morrison –motifs, symbolism, theme, history, style,
vocabulary.
Study guide. Throughout unit, students will work on research argument paper,
synthesizing ideas from an array of sources.
Students read The Great Gatsby by F. Scott Fitzgerald during this unit.
Discuss slave narratives, negro spirituals, and Civil War
Assignment-read “Outcasts of Poker Flat” by Bret Harte, “The Gettysburg Address” by
Abraham Lincoln, “War is Kind” by Joseph Conrad, and “I Will Fight No More Forever”
by Chief Joseph.
Day 2- discuss “Outcasts of Poker Flat,” The Gettysburg Address,” “War is Kind,” and “I
Will Fight No More Forever.”
Analyze picture- “The Battle of Gettysburg: Pickett’s Charge” by Peter Rothermel.
Assignment-write character analysis of characters-Beloved, Baby Suggs, Paul D. , Sethe,
and Schoolteacher
Day 4-discuss characters-Beloved, Baby Suggs, Paul D. , Sethe, and Schoolteacher and
their role
Assignment-list motifs, symbols in Beloved and explain significance of each.
Day 5-discuss motifs and symbols and their significance.
Assignment- read page 248 from Beloved, NY: Random House, Inc. 2004 where Beloved
speaks-“I am Beloved.”
Day 6- discuss when Beloved speaks on Page 248 and discuss style and significance.
Assignment-write brief summary- how Baby Suggs and Stamp Paid display Christian
beliefs. Develop a chronological timeline of Beloved
Day 7-discuss Baby Suggs and Stamp Paid’s Christian characteristics and their impact on
other slaves.
Assignment-composition essay (synthesis essay)—
Study questions-Why do people oppress others? What influences individuals to justify
their acts of degradation, abuse, torture, and death of others? How can victims, as well
as oppressors, learn to heal?
Synthesize at least 4 sources discussing the historical traumatic influences of oppression
upon mankind and society
Day 8-10-Write argument paper, self-edit, teacher feedback
Assignment –research the Modern Era, write notes. Use MLA format--Read “A Good Man
Is Hard to Find” by Flannery O’Conner and “In Our Time” by Ernest Hemingway.
Suggested readings for Realism period: The Red Badge of Courage by Stephen Crane,
Bury My Heart at Wounded Knee by Dee Brown
Modern Era:
Day 1-Introduce the Modern Era. Students will read Kite Runner by Khaled Hosseini
Discuss “A Good Man Is Hard to Find” and “In Our Time” and similarities of stories.
Assignment-read “Nothing Gold Can Stay” by Robert Frost, “Mother to Son” by Langston
Hughes, “Stopping by Woods on a Snowy Evening” by Robert Frost, “Ars Poetica” by
Archibald Macleish, “The Love Song of J. Alfred Prufrock” by T.S. Eliot
Day 2-3-discuss assigned poetry selection from Day 1 and explain how they relate to
Modern Era.
Assignment-write essay to compare any two poems. Peer-edit, teacher feed back.
Day 4-final draft of poem essay.
Assignment-read “A Rose for Emily” by Robert Frost and “A Worn Path” by Eudora Welty
Day 5-discuss “A Rose for Emily” and “A Worn Path” – compare characters –Emily and
Phoenix.
Assignment-list major characters and conflict in The Great Gatsby. Write notes
Day 6-Introduce The Great Gatsby –theme, symbolism, irony, vocabulary.
Study guide.
Discuss major characters and conflict and impact on novel
Assignment-list symbols and ironic situations and make notes
Day7-discuss symbols and irony and how they impact the theme of the novel.
Day 8-10-Write essay- how illusion is portrayed in novel
Multiple choice test.
Assignment-research Contemporary Period and Afghanistan culture, evaluate, cite primary
and secondary resources, use MLA style.
Suggested readings-The Glass Menagerie by Tennessee Williams, Long Day’s Journey into
Night by Eugene O’Neill, Grapes of Wrath by John Steinbeck.
Modern/Contemporary:
Day 1 – Introduce Contemporary Period and The Kite Runner by Khaled Hosseini-theme,
vocabulary. Work on project for unit.
Discuss history and Afghanistan culture and traditions
Assignment-compare characters Amir and Hassan
Day 2-discuss Amir and Hassan, and American influence on Amir
Assignment-write brief summary of Amir and his internal struggles
Day 3-discuss Amir and his internal struggles and impact on theme of novel
Assignment-research kite festivals and Russian invasion in Afghanistan, write notes—cite
resources
Day 4-6-discuss the kite festivals and Russian invasion in Afghanistan. Compare accuracy
of festivals and invasion.
Assignment-work on project
Day 7-guest speaker/presenter on life, traditions and culture of Afghanistan
Day 8-10-project presentations
Day 11-12-watch video presentations from scenes-kite contest, Hassan and Ali leave after
Amir frames Hassan for stealing, and when Amir discovers Hassan is his half brother.
Discuss similarities of scenes of video to the novel.
Day13-15-In-class essay on how Amir has matured in the novel. Self-edit, peer-edit,
teacher feed back.
Recommend video-A Thousand Splendid Suns
Additional Reading – Night by Eli Wiesel, The Things They Carried by Tim O’Brien
Assignment – study for AP exam – work on research paper—Choose major novel (teacher
acceptance), parallel history to novel – evaluate, cite primary and secondary sources, Use
MLA format
3 weeks – AP exam review
2 weeks – Review school course exam
Research – parallel history to a novel, project, presentation
Last 4 days – School exam – one exam per day
Students review when not tested and/or finish research presentations
Independent reading – Students are requested to read a novel each nine weeks – provide
book report, major rhetorical devices, brief analysis cite resource
Grading Criteria:
70% -essays, tests, major works, 30% quizzes, homework, class participation. Students
will be given timed writing tests, multiple-choice tests, and out of class essays.
94-100-A, 93-A-, 89-90-B+, 86-88-B, 85-B-, 80-84-C+, 77-79-C, 74-76-C-, 73-D+,70-72D, 69-D-, 0-68-F
Materials and Supplies Needed:
Paper, notebook, highlighters, pencils, portfolio, memory sticks or disc
Other Notations:
Students will be required to produce various projects, research topics, complete research
papers, and complete a portfolio.
Learning Centers are open on Tuesdays and Thursdays from 3:00 pm - 4:00 pm for
students who wish to come to receive tutoring or retest for higher grades or for
conferences about papers that are due.
Please feel free to visit my class or contact me at 910-521-3253 between 10:00 am –
10:45 am.
Thank you.
Yvonne Barnes Dial